Welcome to I-SS!
New Teacher Orientation
2012
Reading Your Minds
Where is my classroom?
Where do I park?
Will I like my teammates?
What do I do if I’m sick?
Where are my materials?
Will I have help?
I’m really nervous about the 1st day
How will I get along with my students?
Today’s Learning Targets
• I can explain the key components of the I-SS
Model to Raise Achievement and Close Gaps.
• I can explain how the Common Core Math shifts
and Literacy shifts will impact my teaching
practice.
• I can explain how the parts of a PDSA (Plan-DoStudy-Act) are good for students and improve
teacher/PLC practice.
• I can create a PDSA process for my grade
level/content area.
Participant Expectations
What do you expect to learn about
Curriculum & Instruction in I-SS during our
time together?
Write each of your expectations on a
separate sticky note. Post them on the
white board when you’re done.
The Barbell Factory
What connections can you make
between the barbell factory and
classrooms?
Barbell Learning is based upon
the following assumptions:
•People want to do the right thing and want to be
successful.
•95% of the problems workers face are the result
of the system and leadership has a responsibility
to fix the system.
•Fixing one part of the system is necessary but
not sufficient for performance excellence.
It’s about creating a
classroom that’s
learning centered,
not teaching centered.
The focus is on
learning.
From everyone doing their
own thing…
To synergy!
I-SS Model to Raise Achievement & Close Gaps
Formative Assessments
Learning
Centered
Common
Core/
Essential
Standards
1.
What do students need to know?
2.
How will they learn it?
3.
How will we know they’ve learned it?
4.
What will we do if they don’t learn it?
5.
What will we do if they already know it?
Collaborative
Teams
Instructional Facilitator Support
Mission, Vision, and Values
Data-driven Decision-making
PDSA
Aligned Strategic Plans
Common Core State Stds./
Essential Stds.
Common Core Literacy Shifts:
• Read the Literacy shifts and highlight key
implications for your grade level or content area.
• Share out
Common Core Math Shifts:
• Read the Literacy shifts and highlight key
implications for your grade level or content area.
• Share out
Common Core State Stds./
Essential Stds.
Resources to help you implement the new
standards:
• www.commoncoreiss.pbworks.com
• I-SS Curriculum web pages
• I-SS Curriculum Guides
I-SS Model to Raise Achievement & Close Gaps
Formative Assessments
Learning
Centered
Common
Core/
Essential
Standards
1.
What do students need to know?
2.
How will they learn it?
3.
How will we know they’ve learned it?
4.
What will we do if they don’t learn it?
5.
What will we do if they already know it?
Collaborative
Teams
Instructional Facilitator Support
Mission, Vision, and Values
Data-driven Decision-making
PDSA
Aligned Strategic Plans
What is the difference between
Formative, Benchmark and
Summative Assessments?
• It is not the assessment itself, it’s how you use the
results!
• Formative Assessment: What learning comes next
for this student at this point in time?
• Benchmark Assessment: How are students
progressing? How well is this program working?
• Summative Assessment: How are schools and
district progressing? How is the state progressing?
Cycle 1 Assessments
Cycle/
Quarter 1
Curriculum
Guide
Cycle I
Assessment
Cycle 2 Assessments
Cycle 2 Curriculum
Guide
Cycle 1 Curriculum
Guide
Cycle 1 + Cycle 2 +
Stretch = Cycle 2
Assessment
Formative Assessment
•
•
Sample traditional vs. Common Core
assessment- math
Other content areas- students will need
to explain their thinking, justify their
reasoning, and use text-based
evidences
Open Ended Items
• Purpose: Common Core/ Essential
Standards asks students to explain their
thoughts processes instead of simply
providing a correct response.
• Expectation: Each grade and content area
will develop 1 open ended item and an
accompanying scoring rubric.
• Process: Score and discuss student work
on ERPD; share scores with district
I-SS Model to Raise Achievement and Close Gaps
Formative Assessments
Learning
Centered
Common
Core/
Essential
Standards
1.
What do students need to know?
2.
How will they learn it?
3.
How will we know they’ve learned it?
4.
What will we do if they don’t learn it?
5.
What will we do if they already know it?
Collaborative
Teams
Instructional Facilitator Support
Mission, Vision, and Values
Data-driven Decision-making
PDSA
Aligned Strategic Plans
Collaborative Teams
Plan- (Q #1 & 2)
Share- (Q #1 & 2)
PLC
Assess- (Q #3)
With support
from IF & Admin.
Analyze- (Q #4 & 5)
Score- (Q #3)
I-SS Model to Raise Achievement and Close Gaps
Formative Assessments
Learning
Centered
Common
Core/
Essential
Standards
1.
What do students need to know?
2.
How will they learn it?
3.
How will we know they’ve learned it?
4.
What will we do if they don’t learn it?
5.
What will we do if they already know it?
Collaborative
Teams
Instructional Facilitator Support
Mission, Vision, and Values
Data-driven Decision-making
PDSA
Aligned Strategic Plans
Mission
• District: Iredell-Statesville Schools will rigorously
challenge all students to achieve their academic
potential and to lead productive and rewarding lives. We
will achieve this mission with the support of parents,
staff, and the community.
• School
• PLC
• Classroom
How to create your
classroom mission
• 1st week of school (with your students)
• Importance of a mission statement
• Every company has a mission statement
Are these missions evident
in their work???
• Nike - To bring inspiration and innovation to every athlete in the
world
• Facebook - To give people the power to share and make the world
more open and connected
• Disney – The mission of The Walt Disney Company is to be one of
the world's leading producers and providers of entertainment and
information. Using our portfolio of brands to differentiate our content,
services and consumer products, we seek to develop the most
creative, innovative and profitable entertainment experiences and
related products in the world.
• McDonald’s - McDonald's vision is to be the world's best quick
service restaurant experience. Being the best means providing
outstanding quality, service, cleanliness, and value, so that we make
every customer in every restaurant smile.
Create a mission!
•
•
At your table group, find a common hobby
On 2 separate sticky notes, individually answer
the following questions:
1. What are we here to do?
2. How will we accomplish this?
•
•
Affinitize/ group your responses
Create a mission statement for your group
I-SS Model to Raise Achievement and Close Gaps
Formative Assessments
Learning
Centered
Common
Core/
Essential
Standards
1.
What do students need to know?
2.
How will they learn it?
3.
How will we know they’ve learned it?
4.
What will we do if they don’t learn it?
5.
What will we do if they already know it?
Collaborative
Teams
Instructional Facilitator Support
Mission, Vision, and Values
Data-driven Decision-making
PDSA
Aligned Strategic Plans
ISS Model and PDSA
Plan
•Start/End Date
•Tied to standards
(Learning targets
from CCSS/ES)
Do
(HYIS/ Criteria for
Success)
•Learning
Focused
•Voice and
Choice
•Empowerment
Study
•Graph data with
dates
•Data Analysis
Act
•Plus/Delta
(feedback on
instruction/ reflect
on the data)
The Big Picture
Strategic Learning
Goal
Strategic Learning
Results (Benchmark
Assessments, Common Assessments)
Class/Course/
Program
Mission
DO
PLAN
How will we
learn it?
What do we
need to learn?
ACT
What will we do if
we don’t learn it?
What will we do if
we’ve already
learned it?
STUDY
How will we know
we’ve learned it?
30
25
20
15
10
5
0
1
2
3
4
5
6
7
8
9
in I-SS
LAN
• Teacher shares a clear learning target with
students (show the barbell!)
• Bite size chunk of learning (think
Goldilocks!)
• Clearly define “cycle time” for your
students (5-7 days is optimal)
• Informal, formative assessment that
assesses learning on the target.
O
• Using criteria for success and instructional
strategies
• What strategies do we (as teachers)
KNOW will generate learning?
• What strategies are working best in this
class?
• Have I taught these strategies and do I
use them by name?
• Are there some “givens” in my classroom?
TUDY
• How can I show students safe data that
helps them see the progress they are
making?
• How can I leverage charts/graphs that
they are studying in Mathematics?
• How do I lead students in a conversation
about what the data means? what it
doesn’t mean?
CT
• What do we need to keep doing/change
based on what the data is telling us?
• Are there some other things we tried that
we didn’t capture (and should!)?
The questions captured without the templates
I-SS PDSA Expectations
• 7-10 day cycle
– Keeps students engaged
– Provides current data
– Adjust instruction in reasonable time
• Focus on specific learning target and criteria for
success
• Be able to be authentically articulated by
students
• Should occur in each block at middle/high, at
least in reading and math at elementary and at
each grade level in enhancements
Next steps…


Process and reflect on what you have
learned today about our I-SS model.
When you meet with your IF on Thurs, let
them know what questions you have and
how they can help you implement the
I-SS model into your classroom